Surprising results from more than 1,000 students in a traditional lecture classroom at Ohio University and more than 300 in a workshop format at the Rochester Institute of Technology found that, when tested at the end of the course, both scored about the same.

But Sayre’s methodology tracks the learning and forgetting throughout the course, and those results showed that those in traditional classrooms learned more initially, but also forgot more. Those students in the workshop setting, she said, “failed to forget.”